Master’s Degrees

The College of Education offers MEd degrees in curriculum studies, early childhood education, educational administration, educational foundations, educational psychology, learning design and technology, and special education. The MEd programs in curriculum studies and early childhood education are in the Department of Curriculum Studies. Other MEd programs are in departments of the same name.

The College of Education also offers Master of Science degrees in Athletic Training (AT) and Kinesiology and Rehabilitation Science (KRS). The MS degree in AT is a two-year Professional Athletic Training Education Program. The MS degree in KRS is designed as a two- to three-year program of study for students with advanced knowledge, skills, research, and clinical/field experiences in one of the following program areas: Physical Activity, Adapted Physical Activity, and Rehabilitation Counselor Education.

The MEdT, a two-year, field-based program, is designed for students who have earned baccalaureate degrees in fields other than education. Graduates are eligible for state teacher licensure in either elementary or secondary education. A dual secondary/ special education option is also available. See the “Institute for Teacher Education” for more information.

Doctoral Degrees

Doctor of Philosophy in Education (PhD)
Wist 113
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-7913

Graduate Faculty

K. Rao, PhD (Chair)—universal design for learning, instructional and assistive technology, online learning, culturally and linguistically diverse learners
C. Au, PhD—teacher education, early childhood & elementary education, auto-ethnography & arts-based education, critical literacy, decolonization & power; democracy in education
A. Bartlett, PhD (Emeritus)—literacy, teacher education
R. Black, EdD—intellectual disability, secondary education and transition, community integration for youth and adults with disabilities
S. Buelow, PhD—teacher education, disciplinary literacies, new literacy studies
K. Cashman, PhD—Native Hawaiian education, indigenous self-determination and education, art education
E. Centeio, PhD—physical activity & academic achievement; comprehensive school physical activity programs, physical education
E. B. Chapman de Sousa, PhD—children who are multilingual, teacher preparation for multilingual learners, sociocultural theory
B. Cheng, EdD—comparative and international education, education policy
P. Chinn, EdD—K-20, place based culturally responsive stem education
S. Cook, PhD—secondary education, high incidence disabilities, evidence-based practices, co-teaching
K. Cross, PhD—cognitive function, language learning, cultural sustainability
J. A. Daniels, EdD—school, development, adolescent, group, homeless children, loss and transition counseling, rehabilitation counseling
P. Deering, PhD—curriculum and instruction, middle level education, social studies education, qualitative research
X. Di, EdD—teacher education, multicultural and international education
B. J. Dougherty, PhD—mathematics rducation, algebra, struggling learners, professional development, curriculum development
D. B. Edwards, Jr., PhD—global education policy, global governance of education, international organizations, international development and education
D. P. Ericson, PhD—philosophy of education, educational policy, study of national educational systems
C. Frambaugh-Kritzer, PhD—disciplinary literacies, new literacy studies, and teacher education
B. Freemyer, PhD—athletic training
C. P. Fulford, PhD—educational technology, instructional and visual design
L. A. Fulton, PhD—elementary science education, teacher education, qualitative research
L. H. L. Furuto, PhD—mathematics education, ethnomathematics, quantitative research
P. E. Halagao, PhD—social studies, multicultural education and Filipina/o curriculum and pedagogy
R. H. Heck, PhD—leadership and governance, organizational theory, policy
R. Hetzler, PhD—exercise physiology with interest in body composition and metabolism
C. Hitchcock, PhD—disability studies
C. Ho, PhD—educational technology
A. A. Jenkins, PhD—mild/moderate disabilities, content strategies/ inclusive education, collaboration
R. Johnson, EdD—early childhood and elementary education
J. Kaomea, PhD—Native Hawaiian and decolonizing Indigenous research methodologies
E. Kukahiko, PhD—mathematics education, Hawaiian language immersion education
P. Leong, PhD—educational technology, distance education, virtual worlds
M. G. Lin, PhD—educational technology, participatory learning, open access resources
C. M. Lucas, PhD—professional development practices, leadership theories, partnerships
M. Maaka, PhD—indigenous education, language and cognition, research methodologies, politics in education
J. K. Maeda, PhD—physical education, elementary and adapted physical education pedagogy, and professional development, applied behavior analysis
A. Makaiau, PhD—social studies, philosophy for children, curriculum and instruction, international collaboration
C. Mangram, PhD—access and equity in mathematics education, parent engagement and teacher professional development
S. Maunakea, PhD—culturally relevant evaluation & assessment; ecojustice pedagogy; ‘Âina-based pedagogies; Indigenous land-based education; sustainability education
K. Mawyer, PhD—teacher professional development in science, literacy in the context of science, teacher cognition, teacher thinking and learning
P. McKimmy, EdD—policy and information technology solutions
A. J. Means, PhD—educational policy, sociology of education educational theory
M. P. Menchaca, EdD—educational technology integration, online teaching and learning, distance education, multiculturalism and social justice, and communities of practice
P. Meng, PhD—data-based decision making; integrated academic and behavioral supports; racial equity in disciplinary and academic outcomes; reading assessment; reading instruction and intervention
C. Miller, PhD—philosophy for children, Democratic education, teacher education & preparation, mindfulness, history of education
C. Morgan, PhD—promoting youth physical activity; benefits, assessment, levels, and related factors of youth physical activity
P. Morrissey, PhD—disability policy instructional and assistive technology accommodations in assessment; inclusion
L. S. Muccio, PhD—early childhood, inclusive education, teacher action research
N. Murata, PhD—general physical education pedagogy, adapted physical education, special education/transition, and professional development
K. L. Murphy, DPE, CAPE—physical education pedagogy, adapted physical education
T. T. T. Nguyen, EdD—educational leadership, educational technology, internet safety
J. M. Ninci, PhD—students with severe disabilities and autism, applied behavior analysis, early childhood education
M. J. Noonan, PhD, BCBA—moderate and severe disabilities, early childhood special education, applied behavior analysis, autism
Y. Oba, PhD—athletic training, curriculum development, anatomy
T. O’Neill, PhD—place-based science and STEMS2 education
C. Ornelles, PhD—mild/moderate disabilities, students at risk, teacher education
L. Oshita, PhD—mild/moderate disabilities, teacher education, distance education advising
S. Paek, EdD—educational technology, statistical analysis and evaluation
H. Park, PhD—special education professional development, STEM education in special education, universal design for learning
M. E. Pateman, HSD, MPH—school and college health education
L. H. Phan, PhD—international education, language-culture-pedagogy, identity studies, TESOL, critical theories of education and language
H. Pope, PhD—math education
J. H. Prins, PhD—kinesiology
A. B. Ray, PhD—mild/moderate disabilities, academic interventions, strategy instruction, Self-Regulated Strategy Development (SRSD), inclusion, literacy
N. S. A Reyes, EdD–indigeneity in higher education, critical race theories, postsecondary success for students of color
S. Roberts, EdD—curriculum administration, policy, professional socialization, school administration
S. Robinson, PhD—secondary teacher preparation, science education
D. Royer, PhD—comprehensive, integrated, three-tiered (Ci3T) models of prevention; emotional and behavioral disorders (EBD); evidence-based practices; student-directed IEPs
A. K. Serna, PhD—health education, school health programs, elementary education
P. Sheehey, PhD, BCBA—mild/moderate and severe disabilities, families, multicultural issues
J. Simpson Steele, PhD—elementary teacher preparation, performing arts education, performance ethnography
A. Smith, PhD—literacy, qualitative research methods, post structural theories
C. K. Sorensen Irvine, PhD—professional studies in education, educational technology, research methods
C. D. Stickley, PhD, ATC—athletic training and biomechanics, exercise physiology
K. Suzuka, PhD—records of practice, data sharing/reuse, elementary math, PD/TE, educational materials development
B. Taira, PhD—literacy studies, secondary English education, migration & global education
D. Taira, PhD—history of American education, history of Hawai‘i’s school system, 20th century Native Hawaiian history
P. M. Tamashiro, PhD—exercise physiology and cancer exercise rehabilitation
K. Tamura, PhD, ATC—athletic training and biomechanics
H. Tavares, PhD—politics of education, critical theories of education
S. Twomey, PhD—new literacies, teacher education, feminist pedagogy, drama education
L. Venenciano, PhD—algebra preparedness, Davydov’s developmental approach to mathematics education, instructional strategies that promote CCSS mathematical practices
J. Wells, PhD—autism, severe disabilities
B. L. Williams, PhD—art education
E. Wright, PhD—indigenity in higher education, indigenous research methologies, student affairs leadership
J. Yoshioka, PhD—science education, teacher education
D. B. Young, EdD (Emeritus)—science education
J. W. L. Yuen, EdD—diversity, inclusion, accessibility
J. Zilliox, EdD (Emeritus)—mathematics education
D. K. Zuercher, PhD—teacher education, middle level, health, qualitative research methodology, language arts, fine arts

Cooperating Graduate Faculty

M. Benham, EdD—educational leadership and community based leadership, policy, indigenous critical studies, Mo‘olelo and narrative as pedagogy and methology, indigenous post-secondary education, community engagement
B. Bruno, PhD—geoscience research, education, broadening participation
L. Ideta, EdD—student affairs, student development, women’s leadership, Asian Pacific Islanders
T. Jackson, PhD—philosophy for children
J. Lemus, PhD—STEM education & marine science; Makerspace learning environments; physiology of marine invertebrates symbioses; professional development
C. Loong, PhD—music education
K. Oliveira, PhD—Hawaiian language, culture and geography
C. Quemuel, PhD—diversity in education; leadership
M. Soetoro-Ng, PhD—social studies
K. Wong, PhD—Hawaiian language and culture

The doctor of philosophy in education (PhD) is a college-wide degree awarded for distinguished academic preparation for professional practice and research in the field of education. The program is designed to enhance and facilitate educational, social, and economic growth locally, nationally, and internationally with a pool of highly qualified educational scholars and leaders.

The quality of a candidate’s work is judged by a variety of experiences, which include the College of Education general and specialization area courses, culminating in a field project or internship, a set of comprehensive and final examinations, and a dissertation. The dissertation is based on a selected research problem and is a significant part of the candidate’s experience. Seven areas of focus are currently available: curriculum and instruction, educational administration, educational foundations, educational policy studies, exceptionalities, kinesiology, and global and international education.

Application for admission to the PhD program will be considered for the fall semester only and is made to Graduate Division and to the College of Education. Students must meet the requirements of both Graduate Division and the College of Education, including acceptable scores on the Graduate Record Examination (GRE) verbal, quantitative, and analytic writing assessment. Applicants from foreign countries whereEnglish is not the dominant language are required to have a TOEFL score of 600 (regardless of degree completion from other U.S. institutions). A master’s degree from an accredited university or college is required with evidence of a minimum of three years of experience in the field of education. The applicant must demonstrate competence in writing and present a written statement of career goals and academic objectives. At least three letters of recommendation are required. An oral interview may be conducted.

For further information, applicants may contact the PhD in Education Program at (808) 956-7913.

Curriculum and Instruction Track

Curriculum and Instruction develops educational leaders in curriculum development, teaching, curriculum evaluation, and/or teacher education and professional development. The program varies in the number of credit hours required, depending upon the candidate’s qualifications, and includes courses required for all doctoral students enrolled in the College of Education; courses in an area of study, such as issues and trends in curriculum, teaching and learning, curriculum and program evaluation, and research on teacher education and professional development; breadth courses; a field project or an internship in college teaching; and the dissertation.

Educational Administration Track

Educational Administration develops educational leaders in elementary, secondary, and higher education settings. Areas of emphasis within the program include management and leadership, organizational theory, policy and governance, organizational socialization, and research methods.

The program includes courses required of all doctoral students in the college, courses in K–12 or higher education, courses taken outside the department, a field project/internship or an apprenticeship in college teaching, and the dissertation.

Educational Foundations Track

Educational Foundations prepares educational professionals with an understanding of the historical, philosophical, cultural, social, and political contexts of education so that they can make informed and wise decisions about educational problems and policy issues. Graduates are expected to exert leadership in the field of education and deal with those aspects and problems in society that need to be taken into account in advancing educational thought, policy development, and practice, especially where these concern the social role of the school and other educational agencies. The program of study varies in the number of credits required, depending upon the candidate’s qualifications; college and departmental course requirements; course work focused on an area of emphasis in history, philosophy, or comparative or social foundations of education; courses outside the department; a field project/internship or an apprenticeship in college teaching; qualifying and comprehensive examinations; and the dissertation.

Global and International Education Track

The College of Education PhD offers a track in Global and International Education through the Department of Educational Foundations. Global and International Education aims to prepare in-service educators and educational researchers and analysts for leadership positions in educational and research settings. Strongly concerned with theory generation, application, and analysis, from this track draws significantly upon concepts, theories, and research methods from a variety of fields–including the social sciences, history, law, and philosophy–in understanding, defining, analyzing, and researching educational issues and problems around the world and in global perspective. Given the spread of globalization around the world, the growth of internationalization, and evident student mobility from country to country, the study of education and educational systems at all levels in global and international dimensions is increasingly important.

Educational Policy Studies Track

Educational policy studies consists of a multidisciplinary program of study and research concerned with identifying and ameliorating significant educational problems. It draws upon concepts and research methods from a variety of fields (including the social sciences, history, law, and philosophy) in defining problems and formulating solutions. This track prepares professionals from diverse backgrounds for effective informed engagement in this process. At the same times, it prepares such persons to pursue research and service agendas geared toward lifting policy analysis, discourse, and action to new levels. The program varies in the number of credit hours required, depending upon the candidate’s qualifications, and includes courses required of all doctoral students in the college, courses in the track, breadth courses taken outside the track, a field project/internship, or an apprenticeship in college teaching, and the dissertation.

Exceptionalities Track

Exceptionalities prepares professionals to work as leaders in the education and support of individuals who have unique needs, often due to disabilities. The field is broad, addressing life-span concerns and involving such services as special education, advocacy, family support, community services, and vocational training and support. Graduates of the program are expected to assume leadership roles addressing local, regional, national, and international issues related to research and higher education and/or program development and evaluation. The program varies in the number of credit hours required, depending on the candidate’s qualifications, and includes courses required by the college, courses in the specialization, courses that provide an emphasis/breadth, a field project/ internship or an apprenticeship in college teaching, and the dissertation.

Kinesiology Track

Kinesiology prepares professionals to work as leaders in adapted physical activity or athletic training (BOC), and applied biomechanics. This discipline is based in the biological and physical sciences as well as in education. This foundation will be reinforced via course work, research, clinical/ practical experiences in teaching, supervision, and mentorship experiences in the two areas specified above.

Doctor of Philosophy in Educational Psychology (PhD)

See “Educational Psychology.”

Doctor of Philosophy in Learning Design and Technology (PhD)

See “Learning Design and Technology.”

Doctor in Professional Educational Practice (EdD)

The Doctor of Education (EdD) in Professional Educational Practice is designed as a professional practice doctorate—an advanced degree directed to the education of practitioners. The EdD is in line with similar reforms in doctoral education initiated by the Carnegie Foundation for the Advancement of Teaching. Thus, the professional practice model exemplified by the EdD Program is supported by the Council of Academic Deans of Research Education Institutions (CADREI), the American Association of Colleges of Teacher Education (AACTE), the American Educational Research Association (AERA), the University Council on Educational Administration (UCEA), and leading experts in the field.

Completing the EdD Degree

The EdD at the College of Education is accessible to qualified candidates across the state, and requires approximately 64 semester hours of credit spread over three years of study. Students will be organized in cohorts to encourage collaboration on projects. Instruction will be conducted in a combination of face-to-face course work during the summer, fall, and spring semesters (40%), online instruction (20%), participation in field-based projects during fall and spring semesters (40%).

Admission Requirements

The COE invites applications from prospective students with outstanding academic records and demonstrated potential to succeed in a professional practice doctoral program. The following is a summary of admissions requirements. Detailed information is available on the COE website: coe.hawaii.edu/academics/professional-practice-edd.

  • Master’s degree
  • Resume of Curriculum Vitae
  • GPA of 3.0
  • At least five years of experience in an education-related field
  • Evidence of competence as a writer
  • Letters of Recommendation